What is our intended audience? What are the students' abilities?
The twenty students in the fourth grade students in the classroom are at a School of the Arts which is a school of choice. The class is comprised of twelve boys and eight girls. Three students are black, six are Hispanic, and eleven are white. Six students are on medication for ADHD, two are Exceptional Education students and two are Gifted students. One student is ESOL. Students range in age from 9 to 11 years All but two students have internet access at home. Two of the students had used Google Earth before and o had created their own videos posted on YouTube. All students had used the internet prior to the lesson. All students had used PowerPoint to create a slide show for another project prior to the lesson.
Wendy-
There are seventeen students in my third grade classroom aged eight to ten. I have ten boys and seven girls. Ten of my students are white, five are black, and two are Hispanic students. Five of my students are Exceptional Education students; two are in the Gifted program, two have speech and language disabilities, and one has a specific learning disablility. My students know how to use the internet, but most are not proficient. They have studied the different regions of the United States and are aware that Florida is located in the southeast region of the United States.
From Britt:
I wonder since we all basically turn in the same lesson plan if we should "pick an audience" and go with it? Even if it's not the same audience we teach in the implementation? I'm confused by this. According to the rubric, we also write an introductory paragraph analyzing our learners and addressing different learning styles. She says "minor" adaptations can be made-- not sure how "minor" she means. And, obviously, if some of us are teaching our families and friends, our "audience" section would look rather strange.
From Vicki:
Dr. E knows we teach different levels, so I think we should each modify the lesson to suit our own needs regarding audience. I think everything else can be pretty much the same.
From Denise:
I'm teaching to a "fake" class since I can't modify the content of my online class. I'm good with anything. -- Me, too, Denise. Does that mean we should we just pick one of our groupmate's audiences, then? -- Britt
from Connie June 6
I think the whole point of this exercise is that we understand how to do it, no matter what the audience. Of course when we submit our NB's we will have our own. I think she will be OK having us turn in the same thing with a conglomerate class if you will.
From Britt -
Thanks, Connie, for clarifying that for me. That makes sense.
The twenty students in the fourth grade students in the classroom are at a School of the Arts which is a school of choice. The class is comprised of twelve boys and eight girls. Three students are black, six are Hispanic, and eleven are white. Six students are on medication for ADHD, two are Exceptional Education students and two are Gifted students. One student is ESOL. Students range in age from 9 to 11 years All but two students have internet access at home. Two of the students had used Google Earth before and o had created their own videos posted on YouTube. All students had used the internet prior to the lesson. All students had used PowerPoint to create a slide show for another project prior to the lesson.
Wendy-
There are seventeen students in my third grade classroom aged eight to ten. I have ten boys and seven girls. Ten of my students are white, five are black, and two are Hispanic students. Five of my students are Exceptional Education students; two are in the Gifted program, two have speech and language disabilities, and one has a specific learning disablility. My students know how to use the internet, but most are not proficient. They have studied the different regions of the United States and are aware that Florida is located in the southeast region of the United States.
From Britt:
I wonder since we all basically turn in the same lesson plan if we should "pick an audience" and go with it? Even if it's not the same audience we teach in the implementation? I'm confused by this. According to the rubric, we also write an introductory paragraph analyzing our learners and addressing different learning styles. She says "minor" adaptations can be made-- not sure how "minor" she means. And, obviously, if some of us are teaching our families and friends, our "audience" section would look rather strange.
From Vicki:
Dr. E knows we teach different levels, so I think we should each modify the lesson to suit our own needs regarding audience. I think everything else can be pretty much the same.
From Denise:
I'm teaching to a "fake" class since I can't modify the content of my online class. I'm good with anything. -- Me, too, Denise. Does that mean we should we just pick one of our groupmate's audiences, then? -- Britt
from Connie June 6
I think the whole point of this exercise is that we understand how to do it, no matter what the audience. Of course when we submit our NB's we will have our own. I think she will be OK having us turn in the same thing with a conglomerate class if you will.
From Britt -
Thanks, Connie, for clarifying that for me. That makes sense.